Bộ sách Scott Foresman reading street gồm các quyển sau: 5.1.1 Learning from Ms Liang 5.1.2 The Challenges of Storm Chasing 5.1.3 Tobys Vacation 5.1.4 Famous Women Athletes 5.1.5 A Nation of Many Colors 5.2.1 Using Special Talents a 5.2.2 Holocaust Rescuers 5.2.3 The Gift 5.2.4 Habitats in Need of Help 5.2.5 Paul Revere and the American Revolution 5.3.1 The Story of Flight 5.3.2 Michelangelo and the Italian Renaissance 5.3.3 Searching for Dinosaurs 5.3.4 Legends of the Blues 5.3.5 Very Special Effects Computers in Filmmaking 5.4.1 Adventure to the New World 5.4.2 Everybody Wins The Story of Special Olympics 5.4.3 Changing to Survive Bird Adaptations 5.4.4 The New Kid at School 5.4.5 Strange Sports with Weird Gear 5.5.1 Double Play 5.5.2 Exploring With Science 5.5.3 Sailing the Stars 5.5.4 Journey Through The Earth 5.5.5 The United States Goes West 5.6.1 Life in the Sea 5.6.2 The Kudzu Invasion 5.6.3 The Golden Year 5.6.4 Train Wreck 5.6.5 Grandma Bettys Banjo
Journey through the Earth SUMMARY In this story, Mrs Cieco’s class learns about the layers of the Earth during a field trip to Mount Randall Three students, Toby, Kenny, and Maria, travel through the Earth in a scientist’s machine, experiencing Earth’s layers first-hand LESSON VOCABULARY armor eruption hideous serpent encases extinct plunged INTRODUCE THE BOOK INTRODUCE THE TITLE AND AUTHOR Discuss with students the title and the author of Journey through the Earth Based on the title, ask students to say what they think the book will be about Ask students if they think this will be fiction or nonfiction and why BUILD BACKGROUND Discuss what students know about the layers of the Earth Ask them how they think we know about the layers of the Earth Ask them if they think it is possible to travel all the way through the Earth and to give reasons to support their point of view PREVIEW/USE TEXT FEATURES As students preview the book, have them notice the illustrations and chapter headings Invite them to notice the diagram of Earth’s layers on page 5.5.4 CAUSE AND EFFECT SUMMARIZE READ THE BOOK SET PURPOSE Have students set a purpose for reading Journey through the Earth Students’ interest in what happens to Toby, Kenny, and Maria, as well as their interest in the layers of the Earth should guide this purpose Suggest that students set two purposes: to find out what happens and to learn about the Earth STRATEGY SUPPORT: SUMMARIZE As students read, suggest they summarize the plot in each chapter Remind them that when you summarize, you write only about the most important ideas You leave out less important details or ideas Students may later want to put together their chapter summaries to create a summary of the selection COMPREHENSION QUESTIONS PAGE Why is it a special day? (Toby’s class is going on a field trip to Mount Randall.) PAGE What are the five layers of the Earth? (crust, upper mantle, mantle, outer core, inner core) PAGE Why the rock plates under the continents move? (Heat in the mantle causes the huge rock plates under continents to move very slowly.) PAGE 10 What keeps the Earth’s inner core solid? (the weight of all the other layers creating pressure and the strength of its iron and nickel makeup) PAGE 13 What happened when Kenny and Toby climbed to the top of the volcano? (They both slipped and fell to the bottom.) PAGE 21 What happened when Maria complained about the heat? (Kenny got the idea to tell the computer to make it cooler.) 104 Journey through the Earth 16917_LRD_TG_104-105 104 12/2/05 12:20:41 PM REVISIT THE BOOK READER RESPONSE The steering lever snapped and they couldn’t turn the machine They began at Mount Randall near Seattle They ended on Marion Island, a scientific research station just above Antarctica They went through the crust, the upper mantle, mantle, outer core, and inner core Possible responses: crust: increased heat; upper mantle: orange glow outside the craft; mantle: changing craft speeds; outer core: warning message not to continue; inner core: dull grey color outside the craft Possible response: A volcano becomes extinct when the geological action moves to a different location Responses will vary EXTEND UNDERSTANDING As students look at the illustration on page 28, ask them to say whether the plot in this story could really happen and why Invite them to discuss what they can learn from this fictional story RESPONSE OPTIONS WRITING Invite students to write a paragraph or two about cause-and-effect relationships in the story They can use the graphic organizer they created earlier to help them Encourage them to write about “why something happened” and “what happened.” Have them use clue words such as because, so, and since to indicate relationships between why something happened and what happened SCIENCE CONNECTION Students can learn more about the layers of the Earth on the Internet or at the library Suggest they learn more about the Earth’s inner core Skill Work TEACH/REVIEW VOCABULARY To reinforce the meaning of extinct, read the third paragraph on page 25 Ask students to say what they think extinct means, based on the context What other words in the paragraph help them understand the meaning of extinct? Continue in a similar fashion with the remaining vocabulary words TARGET SKILL AND STRATEGY CAUSE AND EFFECT Remind students that the cause is “why something happened.” An effect is “what happened.” Explain that clue words such as because, so, and since may indicate a cause-and-effect relationship Suggest they track causes and effects as they read, using a graphic organizer Help students use graphic organizers to list causes and effects involving things that happen in the classroom Then have students read their organizers aloud, using clue words such as because, so, and since to indicate a relationship between why something happened and what happened SUMMARIZE Remind students that when you summarize, you make a brief statement that gives the main ideas of a story As students read, suggest that they summarize a cause and an effect in each chapter ADDITIONAL SKILL INSTRUCTION PLOT AND CHARACTER Remind students that the plot is the organized pattern of events in a story Events usually happen in a sequence Some events are more important than others Remind them that a character is a person in a story Authors usually describe their characters They tell what they look like, how they act, and what kind of people they are Invite students to track the plot of the selection They may want to use a graphic organizer Have them think about the characters in the story Ask: What does the author tell about them? Journey through the Earth 16917_LRD_TG_104-105 105 105 11/17/05 9:10:38 AM Journey through the Earth Name Cause and Effect • A cause is “why something happened.” • An effect is “what happened.” Directions Draw a line to match each cause with its effect Cause Convection cells in the Earth’s mantle generate great heat Effect Toby did not read the message to the others Toby and Kenny climb over the edge of the volcano The craft made the adjustments to get the power it needed The craft began to get too warm Maria decided to have a closer look around the craft Minerals sink into a seashell, taking over the original cells She discovered a hidden laboratory full of fossils Toby asked the computer to make the craft cooler A fossil is formed The computer message would scare Kenny and Maria They fall into the volcano The heat of the inner core pushed the machine to its limits Huge rock plates under the continents move very slowly Cause: The core of the Earth is too hot and deep for scientists to reach Effect: © Pearson Education Directions Read the following sentence Write an effect on the lines below 106 16917_LRD_TG_106-107 106 11/17/05 9:11:15 AM Journey through the Earth Name Vocabulary Directions Write each word from the box next to its synonym Check the Words You Know armor hideous encases plunged eruption serpent extinct dead horrible snake encloses protective covering fell explosion © Pearson Education Directions Write a paragraph about Journey through the Earth Use as many vocabulary words as you can 107 16917_LRD_TG_106-107 107 12/2/05 4:19:06 PM ... Have them think about the characters in the story Ask: What does the author tell about them? Journey through the Earth 16917_LRD _TG_ 104-105 105 105 11/17/05 9:10:38 AM Journey through the Earth. .. about the layers of the Earth on the Internet or at the library Suggest they learn more about the Earth s inner core Skill Work TEACH/REVIEW VOCABULARY To reinforce the meaning of extinct, read the. .. cells in the Earth s mantle generate great heat Effect Toby did not read the message to the others Toby and Kenny climb over the edge of the volcano The craft made the adjustments to get the power